Introduction of Life Skill Educations

ZAMATUN NASRAH BINTI MARWAN (770218-01-5450)

QUESTION 1

Inquiry Discovery Method

Miss Liza wants to teach her pupils the topic of volume. Miss Liza also can guide her

pupils to find the volume of cube and cuboid using Inquiry Discovery Method. First, we should

know what Inquiry Discovery Method is.

Inquiry Discovery Method is a teaching technique that encourages students to take a

more active role in their process by answering a series of questions or solving problems designed

to introduce a general concept (Mayer 2003). Jerome S. Bruner, a highly influential cognitive

psychologist, is credited for its development into an accepted instructional technique.

The discovery method is based on the notion that learning takes place through

classification and schema formation (Gellenstien 2004). Three main principles guided Bruner’s

development of this approach:

1. Consideration should be given to “experiences and contexts” that motivate the student’s

interests.

2. There should be a spiral organization of the material forcing students to build upon previously

acquired information

3. The instruction should “facilitate extrapolation”.

In this teaching approach, the instructor guides the student’s thought process by posing a

series of questions whose responses would lead to the understanding of a concept before it is

explicitly stated. “Children act as detectives as they solve concept-attainment activities in

stimulating learning environments. In doing so, they place a newly introduced object in a

category that they have previously discovered or identified” (Gallenstien 2004). This teaching

method is believed to increase retention of material because the student organizes the new

information and integrates it with information that has already been stored.

Method outline

http://wik.ed.uiuc.edu/index.php?title=Spiral_organization&action=edit&redlink=1


A. Examples Manipulation

B. Practice with more examples

C. New concepts explained/defined (Hopkins 2002)

Mayer describes these as pure discovery, guided discovery, and expository, respectively.

The Discovery method refers to how much guidance a teacher should give their students. There

are three levels of guidance in teaching:

1. Pure Discovery - The student receives representative problems to solve with minimal teacher

guidance (Mayer, 2003).

2. Guided Discovery - The student receives problems to solve, but the teacher provides hints and

directions about how to solve the problem to keep the student on track (Mayer, 2003).

3. Expository - The final answer or rule is presented to the student (Mayer, 2003).

Volume

From the question, Miss Liza should explain that in this real world is actually a three

dimensional space. All things in this world, whether solid, liquid or gaseous, exist in three

dimensions. As such, the amount of three dimensional spaces which an object occupies is called

its volume.

Volume is also the space something occupies. Volume also refers to the total space

contained within a three dimensional figure. Volume is expressed in cubic denominations, such

as cubic feet or cubic centimeters. To calculate the volume of an object or solid, we have to use a

specific unit of measure. The most suitable shape for the unit of volume is a unit cube with

dimensions 1 cm x 1 cm x 1 cm.


To find the volume of cubes and cuboids

A cube is a polyhedron bounded by 6 square shapes and all its edges are of the same

length.

A unit cube is a cube whose edges are of unit length. The volume of a unit cube with

edges 1 cm each is 1 cm x 1 cm x 1 cm = 1 cm³.

This unit cube is the unit of measure usually used for measuring volume of a solid. Miss

Liza can ask her pupils to bring a big cube and a big cuboid and also asks their pupils to make

many of this unit cubes.

Then, she can ask her pupils to fill these unit cubes into big cubes and also their big

cuboids and count how many unit cubes can be fill into big cubes. From this method, her pupils

can find out the volume of big cube in cm³.

QUESTION 2


(i) Lesson Plan

Date : 18 February 2009

Time : 10.20 – 11.20 am

Year : 5 Al Bukhari

No. of Pupils : 32 pupils

Subject : Mathematics

Learning Area : Numbers to 1 000 000

Learning Outcomes : At the end of the lesson, the pupils will be able to :

a. Determine the place value of the digits in any whole number up

to 1 000 000.

Activities : Place Value Bingo Game

Moral Values : Cooperative and Careful

Thinking Skills : Comparing and Reasoning

Teaching Aids : Number cards, paper, pens, place value chart, spike abacus,

Textbooks, internet connections.

Teaching and Learning Activities


PHASE CONTENT TEACHING & LEARNING

ACTIVITIES

NOTES

Introduction Games

(Mystery Picture)

Teacher shows a game from internet

connections.

(http://www.dositey.com/addsub/Mystery10.htm)

Teacher asks pupils to come in front

and answer the questions.

Teacher: I want you to answer the

questions.

Teacher introduces the lesson.

Teacher: Today, we are going to

learn about determine the place

value.

Resources:

games from

internet

Step 1 Introducing determine

place value.

Teacher get pupils to talk about the

number of Singaporeans who visited

Malaysia by referring to the

Textbook on page 3.

Teacher makes sure pupils read and

pronounce numbers correctly.

Resources:

Textbook.

Moral

values:

Careful and

cooperative


ACTIVITIES

NOTES

http://www.dositey.com/addsub/Mystery10.htm


Teacher use a spike abacus to

show the place value of each digit in

826 079. Introduce the place value

of hundred thousands.

Teacher also can pose questions

based on the situation, such as:

How many digits are there in 826

079? (6 digits)

What does the digit 7 represent?

(70)

What is the place value of the

digit 6? (Thousands)

Teacher can have further discussion

about extended notation using other

examples.

Resources:

Spike

abacus


ACTIVITIES

NOTES


Step 2 Place Value Bingo

Games

Teacher asks pupils to work in

pairs.

Teacher read the rules to play this

game.

Each pair writes any 6 digit

number on a piece of paper.

Eg:

Teacher calls out a digit, eg: “8 in

the thousands place”.

Pairs with the digit 8 in the

thousands place circle the digit.

Teacher continues saying other

digits.

The pupils in pairs with all the

digits or most of the digits circled

are the winner.

Continue the activity with other

examples of 6 digits number.

Resources:

Pen, paper


ACTIVITIES

NOTES

6 4 8 9 2 1

6 4 8 9 2 1

6 4 8 9 2 1


Step 3 Arranging number

cards to form 6 digits

number

Teacher asks pupils to change their

pair work friends.

Teacher provides a set of number

cards. Eg:

Pupils arrange the cards according

to its place value by overlapping

them as shown.

Each pair of pupils writes the

number formed.

Teacher can repeat the steps using

other sets of number cards.

Resources:

Number

cards

PHASE CONTENT TEACHING & LEARNING NOTES

700 000

700 000

60 000

10

3 000

0

5 001 0

500 60 000

0

3 000


ACTIVITIES

Closure EXPLORE IT Teacher asks pupils to find some

information and also worksheets for

exercise from internet:

Teacher asks the pupils to complete

the exercises at home.

Resources:

Internet

resources.

Reflection:_____________________________________________________________

______________________________________________________________________

______________________________________________________________________

http://www.math-drills.com/numbersense.shtml

http://www.shambles.net/pages/staff/Ma_Prim/

http://www.softschools.com/math/worksheets/placevalue_worksheets.jsp








Question 2 (iii)

From the lesson that I have conduct in this classroom, I see the pupils are very

eager and committed to do the activities in step 2 and step 3 because they are very

happy with the activities. These activities make them excited to be the winner and they

didn’t feel bored with the activities. I feel if we as a teacher just use talk and chalk,

pupils will feel bored and sleepy especially when we do our lesson on the afternoon.

From this lesson, I have found that they eighty percent understand on what they

have learn today about determine the place value in the Whole Numbers topic. I can

see from their worksheets that they can answer the questions.

They also very eager to do the exercise and also the worksheets that I have

download from the Mathematics website. They can answer the questions on the

worksheets and also they can find many games about Mathematics from the internet.

This class is the first class in my school so, they doesn’t have so much trouble

with the English Language that I used. They also can communicate with me in English

Language and I also eager to teach them in the class.

I hope they will enjoy to learn with me in the other lesson because I’m so enjoy to

teach and be with them in this class.


REFERENCES

S.S.Mok (2003). A Mathematics Course for Diploma of Education. Subang Jaya, Selangor Darul

Ehsan. Kumpulan Budiman Sdn Bhd.

Y.M.Khairuddin, P.Marzita & P. Santhi (2006). Mathematics Textbook Year 5.Ipoh,Perak Darul

Ridzuan. Dewan Bahasa dan Pustaka.

http://depts.washington.edu/tepacct/tucker/mat_refl.htm







http://depts.washington.edu/tepacct/tucker/mat_refl.htm


Assalamualaikumwarahmatullahiwabarakatuh,

Thank god for His permission I have finish my assignment for the Introduction of Life

Skill Educations that have been given to me. Many thankful to my tutor Mr. Mohamad bin Basar

for his helpness to give me more easier to finish my assignment.

Many challenges that I have to face to finish this assignment and also thank to my friends

that have gave me motivation and also lend their hands to help me and also share their

knowledges.

More thanks and love to my family and also my parents, who gave me support and pray

to give me more strength to finish my assignment.

Hope all of you will be happy and may god bless you.

Thank you.

Introduction of Life Skill Educations

Education

Transcript of Introduction of Life Skill Educations